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Abstract
This article discusses the ongoing development of a health informatics capstone program in a
Midwest university from the hiring of a program coordinator to the development of a capstone course,
through initial student results. University health informatics programs require a strong academic program
to be successful but also require a spirited program coordinator to manage resources and organize an
effective capstone course. This is particularly true of health informatics masters programs that support
health industry career fields, whereby employers can locate and work with a pool of qualified applicants.
The analysis of students logs confirms that students areas of focus and concern are consistent with
course objectives and company work requirements during the work-study portion of the student capstone
project. The article further discusses lessons learned and future improvements to be made in the health
informatics capstone course.
Key words: capstone course, qualitative analysis, healthcare informatics, CATPAC
Introduction
Are masters degree candidates prepared for the professional world as they approach graduation? This
question hinges on student career choices and the expectations of future employers searching the
applicant pool for just the right person. Universities are caught between competing requirements as they
justifiably teach a range of courses that give students a depth and breadth of knowledge across a broad
range of academic areas while developing academic majors that interest students and target career fields
in the business/healthcare domain. Students leave the university feeling that academia is not totally in
tune with the real world, and potential employers feel that students are unprepared for reality since a
university education does not provide all the necessary background and basic core experiences needed to
succeed in the professional world. Capstone courses serve to bridge this gap.
A well-developed healthcare informatics capstone course can be an essential bridge between students
and the real world.1 Further, this course can serve as a bidirectional link whereby students bring back realworld knowledge to educate fellow students, faculty, and the academic administrators responsible for
developing course materials and providing resources to faculty.2 Employers can become intimately
engaged in the learning process by providing feedback to faculty that improves the programs courses.
The key in developing these relationships is hiring a program coordinator with the professional skills
needed to fine-tune the programs goals, coordinate faculty activities with the needs of industry partners,
and direct students in their final course before graduation. This article discusses the ongoing development
of a capstone course in a health informatics program designed to integrate classroom knowledge with
practical industry experiences within an academic structure by placing students in a professional situation
whereby they perform as real employees but also must reflect upon what they are learning.
This article describes the creation of a health informatics program, selection of the program
coordinator, the evolution and development of the health informatics capstone course, and student
performance in the course. Conclusions are drawn from the experience, and recommendations for future
improvement to overcome miscues and move constructively forward are discussed.
and business sides. This interaction would create a synergistic effect whereby successful students would
be hired or promoted and thus encourage other students and healthcare organizations to participate in the
program.
Student Relationships
A survey of capstone courses brought to light many different approaches and designs that need to be
considered in designing a course.10 A crucial aspect of any course design is deciding which topics and
skills should be the focus of the course.11 Further, a well-thought-out capstone course should be
comprehensive in nature, allowing for a large range of student abilities.12 Beachboard and Beard discuss a
capstone course in information systems at the undergraduate level as being beneficial to students and
requiring faculty who are knowledgeable in the area from both the academic and practitioner
perspectives.13 Murray et al. suggest an assessment-based capstone course that includes the mapping of
project deliverables and tying them to specific learning outcomes.14
Brandon and Pruett discussed the development and implementation of an undergraduate capstone
course on IT management from the student perspective.15 The focus of this course was to create
opportunities for undergraduate students to assess business problems; apply IS skills such as systems
analysis and design, database management, and other skills; and employ creativity and critical thinking,
writing, and presentation skills. The course design included activities such as readings on recent trends in
both business and IT development, analysis of business cases, written and verbal reporting, a team
project, and a capstone project. The results of this study showed that technically focused students
underappreciated or misunderstood the management side of organizations.
Understanding the organizational and management side of a company is important. Masters degree
students at the University of South Florida16 participated in a team-based two-semester capstone course in
which students learned to solve problems and integrate learned skills. Similarly, Steiger had students
work on a project that integrated different business functions and emphasized a hands-on approach to
solve business problems, which offered more learning opportunities than a case-based learning
approach.17 Harper et al. encouraged cooperation between instructors and the use of case studies to help
students better understand business functions and problems.18
Schwartz and Schwartz suggested an alternative approach to capstone courses that involved
coordinated lectures by both faculty and IT professionals, whereby faculty served as facilitators of the
seminars.19 The seminars were an opportunity for students to network with professionals and understand
how learned material applied in a professional setting. Students connected with IT professionals and
recognized the need to master skills such as critical thinking, technical skills, and business skills in order
to establish a successful IT career. Structurally, this course addressed five learning objectives that we
considered integrating into our own program:
1.
2.
3.
4.
one-hour group project per week. Students worked individually and in teams to develop drug formulary
kits, learn medication utilization criteria, and understand medical, legal, and marketing jargon. Topics
were related to critical care, long-term care, and hospice care; patient management issues in ambulatory
care; and pharmaceutical consultation. An important result was that the course needed to include better
assessment of student problem-solving skills in order to help students better apply their pharmaceutical
knowledge.
Based upon the experiences and lessons learned from other courses, we determined that our capstone
course would mandate on-the-job training in a professional setting. Students would be required to
maintain a log of their experiences and make a formal report at the end of their capstone experience. The
difference between this capstone course and a work-study or internship experience would be the close
coordination and mentoring by the program coordinator. Further, great care would be taken to ensure that
students were placed in the right situation to match their learning needs and the needs of the organization
to which they were assigned. The next section presents the description of the capstone course as
developed for our program.
Student Placement
Each students placement in a suitable client organization is impacted by a number of student and
organizational variables. These variables include the following:
The capstone experience is different for each student and organization, necessitating that each student
be individually placed. The placement system can best be described as matchmaking. The matchmaking
process is not perfect but does engage the student, the coordinator, and the host organization in a dialogue
that results in a mutual understanding of expectations. The process follows the following steps:
1. Each students class record is reviewed to determine that the student is eligible for the
capstone, that the student has taken the required classes, and that the student has reached the
final year of the program.
2. Each student is interviewed to determine his or her thoughts on and interests for the capstone.
A resume is obtained from the student. The students available days and times are noted.
3. The current active list of host organizations is reviewed for possible projects. Contacts at
organizations are called to see if there any new areas of need.
4. When a good match is found, the proposed capstone experience is discussed with the student
and the host organization contact.
5. If both the student and the organization contact agree, the students resume is sent to the host
organization contact for review.
6. If the host organization contact is interested in the student, an interview is arranged.
7. If the student and the host organization agree to the match, the student is placed at that
organization. The students schedule is worked out, and the organizations specific onboarding process is started.
The program coordinator ensures that the intellectual rigor, scope, and integrity of different projects
remain consistent across students by aligning student backgrounds and experience with the willingness of
a healthcare organization to accept a student. For example, a student with no healthcare or technology
background might be placed in a first-tier support role in a healthcare organization. This allows the
student to gain broad practical experience in various departments and face day-to-day issues. A student
with deep business and healthcare experience could be placed doing special projects for a hospital CIO. A
student with hospital department management experience could be placed within a project to plan and
organize the go-live for a hospital-wide integrated information system. Each capstone builds on the
students educational experience and work background to expand the students practical experience
related to health informatics.
Students sometimes complete their capstone projects within their current place of employment. In this
case, the capstone project must be in a department other than the students home department, the project
must be outside of the students normal job duties, and the time spent on the capstone must be outside of
the students regular work hours. For example, an intensive care unit (ICU) nurse in a large hospital might
work on a system implementation project within the hospitals information technology department.
Similarly, someone with a business background might be assigned to a hospitals workflow planning team
to work with doctors and nurses as a new medical healthcare record system is being implemented.
Capstone Syllabus
The capstone syllabus provided to students contains basic guidelines that are consistent with any
university syllabus but with some differences. The syllabus is provided electronically. Students are
required to sign a form stating that they have read and understand the syllabus (see Appendix 2). This is
done to insure that students understand the rules of conduct for the capstone experience. Additionally, the
syllabus covers basic business conduct while at a host facility, including appropriate dress and proper use
of cell phones or pagers. Because of the unique nature of the healthcare environment, the syllabus also
covers two topics specific to healthcare. The first is a reminder of basic disease transmission precautions.
For instance, students are reminded to wash their hands frequently. Students are also asked not to go to
the capstone site if they are ill or a member of their family is ill. These guidelines became especially
important because of the concern over H1N1 (flu) transmission. The second healthcare-specific topic
covers patient privacy and security. The syllabus reminds students that any host organization business
information is not to be disclosed and that patient information is never to be disclosed in any venue or
format. In addition, each student receives basic HIPAA (Health Insurance Portability and Accountability
Act) privacy and security training during the host facilitys on-boarding process.
In the fall of 2009, nine students were enrolled in the capstone courses, with four in Capstone I and
five in Capstone II. Figure 1 represents the strength of the students previous IT experience and healthcare
experience in the fall 2009 semester. In the figure, Capstone I students are represented as 1A1D, and
Capstone II students are shown as 2A2E. In this semester, four of the students were placed at large area
medical centers, one student was placed at a medium-sized area hospital, and four other students worked
with a small ambulatory provider practice on the definition of requirements and initial vendor screening
for an electronic health record (EHR) system.
In spring 2010, of the eight students enrolled in the capstone courses, two had healthcare experience
but no IT experience, one had IT experience but no healthcare experience, and five had neither strong
healthcare nor IT experience. One student was placed at a large area medical center, two were placed at
midsized area providers, two worked with the Northern Kentucky University College of Health
Professions on technology initiatives, and the remaining three worked with a local long-term care facility,
the local health department, and a small ambulatory provider.
These groups of students are typical of the students that have enrolled in the program to date. Most of
the students have a background in healthcare, a few have backgrounds in technology, and a few have no
healthcare or technology background.
Another interesting piece of information is how many students are working on projects with their
current employers. As shown in Table 2, in fall 2009, three out of nine students (33 percent) worked on
the projects with their current employers, versus one out of eight students (13 percent) taking a capstone
course in spring 2010. More of the early students had a healthcare background, making it easier to place
them in healthcare IT projects. As the program expanded, students went to more entry-level types of work
to gain credibility and experience.
Assessment
The variety of capstone projects makes assessment of student progress against the learning objectives
challenging. The original learning assessment tool was an experience paper prepared at the end of the
capstone course. During the fall 2009 semester, the program coordinator also began collecting monthly
project logs from each student so that the students involvement in the capstone course could be more
easily monitored. The monthly log also helped students prepare the experience paper. The suggested log
format is found in Appendix 1. In the log and the experience paper, students reflect on applied concepts
learned during their MHI courses, what they learned about the host organization culture, how they
practiced leadership skills, and what they learned about the impact of technological change within a
healthcare organization.
In order to assess what students were doing during their internships, we conducted a text analysis
using CATPAC (http://www.galileoco.com) to analyze student log files. Inductive content analysis is
based in grounded theory and has been used to understand e-mail discussion groups, Listserv discussions,
and other archived textual information.2326
CATPAC is a self-organizing artificial neural network computer program used for analyzing text.
CATPAC reads and understands text by learning the interrelationships among words and phrases found in
the text being analyzed. Text is not pre-coded, nor is it necessary for the analyst to predetermine any
categories in advance.27 CATPAC allows categories to develop from the data by allowing the text being
analyzed to develop into meaningful conceptual groupings. The most important output of the CATPAC
program is a matrix containing the mean response computed for every pair of concepts. CATPAC then
assigns a neuron to each major word in the text and runs a scanning window. Neurons representing each
word are paired with other neurons to create word-by-word paired comparisons, resulting in a dendogram
(cluster analysis) that shows the pattern of relationships between key words and further identifies clusters
of key symbols (concepts).28
All student logs were converted to a single text file for analysis based on the sample size. Table 3 is a
descending frequency list of the 25 words most commonly used in the monthly student log files. Table 3
suggests that students were focused on the appropriate objectives. The significant words emerging from
the data, such as the most frequently used word, learned, all seem to be related to the capstone
informatics course. This finding is not entirely surprising, but it is significant that work, hours, week, and
capstone do emerge as key words, possibly indicating that the students were trying to take advantage of
their internship time. Students were well briefed to put in the hours they needed as part of the course
requirement, and the journals suggest that this requirement was being addressed in a substantive way. The
analysis also might indicate that the students focus was spot-on, at least when they were writing the
journals. This further suggests that the journals have value in keeping students on task and that the
frequent repetition of course-related key words reflects the goals and objectives of the course. This
analysis provides some small degree of confidence that the students focused appropriately on the
objectives of the course.
Table 3 also shows the words EPIC, Juniper, healthcare, project, technology, information, and
system. Currently, many healthcare organizations have projects to upgrade or install systems made by
EPIC, a major provider of EHR systems for hospitals. Juniper refers to a company that builds computer
networks and would logically fit with EPIC and project if healthcare organizations were implementing
EHR systems (healthcare and EHR also appear on the list). BCP, or business continuity planning, also
appears as a key word, suggesting that business and healthcare go together.
Figure 2 shows the strength of relationships between key words. Figure 2 is more informative than
frequency counts because it shows a matrix of relationships between key words. In this figure, the column
height has no significance but only reflects the grouping of words in their relative proximity to each other.
The word groupings reflect key ideas emerging from the data.
In the top left corner of Figure 2, the words discussed, related, procedures, and process are grouped
together. The capstone course allows people trained in IT to move into the healthcare field, where they
would have to learn procedures and processes in a new position. At the far right, healthcare, technology,
and workflow are grouped together, suggesting, by virtue of EPIC and Juniper also being key words, that
processes and procedures were being updated to reflect implementation of EHRs and BCP systems. In the
center, we see capstone, project, information, work, hours, and week grouped together, which likely
reflects student capstone reporting requirements. Without overanalyzing the data, this figure suggests that
capstone students were working on meaningful projects that connected information technology and
healthcare.
The text evaluation showed emergence of the same general concepts and ideas across multiple student
journals. This suggests some consistency in our program and in the directions and guidance being given.
Text analysis is a good tool, but we hesitate to overanalyze the data. The number of students (nine) was
small, the journals were kept in different formats, and entries were made at different times. We think we
can do a better job in the future by encouraging students to use the log as a learning tool rather than a
course requirement.
10
We also found that students completed their course experience paper in a variety of different formats,
making a formal analysis difficult. In the future, we would like to standardize the report format to address
issues important for improving the course, better ways of supporting our internship industry partners, and
ways of streamlining the course from top to bottom. Our program has been growing, but it is a
manpower-intensive activity. If we want to grow, we need to be more efficient and effective in utilizing
our scarce resources.
Starting with the spring 2010 semester, the faculty coordinator revised the structure of the capstone
class. The changes were intended to facilitate the learning assessment of each student. Students are
required to complete three assessment activities. These assessments are as follows:
1. A semester activity plan is submitted within two weeks of the beginning of the capstone.
2. The student submits a monthly log each month (minimum of three) during the semester.
3. At the end of the semester, the student submits an experience paper.
More effort is needed to document the student-mentor relationship. Reducing the administrative
burden on a hosting organization is a concern, but perhaps students could document the student-mentor
relationship within their activity logs.
Expected Benefits
The establishment of a formal program guided by a dedicated program manager sent the right signals
to students, faculty, administrators, other colleges and universities, and the regional business community.
It said we were serious, committed, and in the game for the long term. Over time, we expect to grow the
program, continue to improve the quality of the capstone course, and increase the quality and number of
dedicated students.
Students who know that they will need to complete a two-semester capstone course tend to work
harder at their core courses. Further, there is competition for positions with the best capstone
organizations. We will not send any student just anywhere; the student basically interviews with faculty
and the program administrator to get a good slot. Thus, a good reputation, credibility, work ethic, and
other intangibles, in addition to grade point average, have an impact on a students placement. Even
students who complete a capstone experience within their current organization must sell their
organization on the capstone.
A well-run program can be copied and emulated in other programs and organizations, not just
healthcare. We have attempted to use best practices from other programs and the literature, along with
innovation and creativity, to create a successful capstone program with limited resources. We have shared
our ideas with others around the campus and the region in an effort to market our program as one that,
while not necessarily unique, stands out among the competition.
Conclusions
A successful healthcare capstone course builds success on a number of levels. Students build
confidence in what they have learned. They interview better and increase their likelihood of being hired.
The faculty receives feedback from employers and students that allows incremental improvement of
course materials on a regular basis. Employers get to see the students in action in a low-risk arrangement.
Further, the word gets out to the community and to other students that students are being hired and are
doing well. Successful students bring in more successful students. The program grows, and with growth
come more resources. Successful firms hire more of the programs graduates, contributing to the alumni
network and increasing the likelihood of receiving additional resources in future years. We see the
investment in a capstone course as both a short-term win and a winning investment in the future.
Gary Hackbarth, PhD, is an assistant professor in the College of Informatics at Northern Kentucky
University in Highland Heights, KY.
Teuta Cata, PhD, is an associate professor in the College of Informatics at Northern Kentucky
University in Highland Heights, KY.
Laura Cole, MBA, PMP, is a project manager for Catholic Health Initiatives in Lexington, KY.
12
Notes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
14
Figure 1
Student Levels of Healthcare and IT Background in the Fall 2009 Semester
STRONG IT
1D
2C
2D
2B
2E
1C
STRONG HEALTHCARE
NO HEALTHCARE
2A
1A
1B
NO IT
Note: 1A1D represent Capstone I students, and 2A2E represent Capstone II students.
Figure 2
Strength of Relationships between Key Words
B D R P P C E S S C P I W H W J C E L T P S H T W
C I E R R U H I T A R N O O E U A P E I A Y E E O
P S L O O R R T A P O F R U E N R I A M T S A C R
. C A C C R . E F S J O K R K I E C R E I T L H K
. U T E E E . . F T E R . S . P . . N . E E T N F
. S E D S N . . . O C M . . . E . . E . N M H O L
. S D U S T . . . N T A . . . R . . D . T . C L O
. E . R . . . . . E . T . . . . . . . . . . A O W
. D . E . . . . . . . I . . . . . . . . . . R G .
. . . S . . . . . . . O . . . . . . . . . . E Y .
. . . . . . . . . . . N . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . ^^^ . . . . . .
. ^^^ . . . . . . . . . . . . . . ^^^ . . . . . .
. ^^^ . . . . . . ^^^ . . . . . . ^^^ . . . . . .
. ^^^ . . . . . . ^^^ . . . . . ^^^^^ . . . . . .
. ^^^ . . . . . . ^^^ ^^^ . . . ^^^^^ . . . . . .
. ^^^ . . . . . . ^^^ ^^^ ^^^ . ^^^^^ . . . . . .
. ^^^^^ . . . . . ^^^ ^^^ ^^^ . ^^^^^ . . . . . .
. ^^^^^ . . . . . ^^^^^^^ ^^^ . ^^^^^ . . . . . .
. ^^^^^ . . . . . ^^^^^^^ ^^^ . ^^^^^^^ . . . . .
. ^^^^^ . . . . . ^^^^^^^ ^^^ . ^^^^^^^^^ . . . .
. ^^^^^^^ . . . . ^^^^^^^ ^^^ . ^^^^^^^^^ . . . .
. ^^^^^^^ . . . . ^^^^^^^^^^^ . ^^^^^^^^^ . . . .
^^^^^^^^^ . . . . ^^^^^^^^^^^ . ^^^^^^^^^ . . . .
^^^^^^^^^ . . . . ^^^^^^^^^^^^^ ^^^^^^^^^ . . . .
^^^^^^^^^ . . . . ^^^^^^^^^^^^^ ^^^^^^^^^ . ^^^ .
^^^^^^^^^^^ . . . ^^^^^^^^^^^^^ ^^^^^^^^^ . ^^^ .
^^^^^^^^^^^^^ . . ^^^^^^^^^^^^^ ^^^^^^^^^ . ^^^ .
^^^^^^^^^^^^^ . . ^^^^^^^^^^^^^ ^^^^^^^^^ . ^^^^^
^^^^^^^^^^^^^ ^^^ ^^^^^^^^^^^^^ ^^^^^^^^^ . ^^^^^
^^^^^^^^^^^^^ ^^^ ^^^^^^^^^^^^^ ^^^^^^^^^^^ ^^^^^
^^^^^^^^^^^^^^^^^ ^^^^^^^^^^^^^ ^^^^^^^^^^^ ^^^^^
^^^^^^^^^^^^^^^^^ ^^^^^^^^^^^^^ ^^^^^^^^^^^^^^^^^
^^^^^^^^^^^^^^^^^ ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
16
Table 1
Capstone Participation by Semester
Semester
Fall 2008
Spring 2009
Summer 2009
Fall 2009
Spring 2010
Number of
Capstone I
Students
1
4
4
4
4
Number of
Capstone II
Students
0
1
3
5
4
Table 2
Capstone Students Working for Their Current Employers
Capstone I
Capstone II
With
With
Semester
Total Employer Total Employer
Fall 2009
4
1
5
2
Spring 2010
4
0
4
1
18
Table 3
Descending Word Frequency List
Word
learned
information
system
EPIC
site
current
healthcare
project
discussed
capstone
hours
work
week
technology
patient
process
related
procedures
time
workflow
care
EHR
Juniper
staff
BCP
Frequency
Percentage
47
40
40
37
34
33
33
33
32
31
30
29
28
26
23
23
23
22
22
22
21
21
21
21
20
6.6
5.6
5.6
5.2
4.8
4.6
4.6
4.6
4.5
4.4
4.2
4.1
3.9
3.7
3.2
3.2
3.2
3.1
3.1
3.1
2.9
2.9
2.9
2.9
2.8
Appendix 1
Student: _________________________
Project: ___________________________
Time Period Covered: _______________
1. What progress did you make on your planned capstone activities for this month? What
progress did you make on your learning goals and objectives this month? What value did
you add to your client organization? Were there other significant accomplishments this
period?
2. Did you encounter any significant barriers? How did you overcome each?
3. What resources did you use (websites, books, articles, magazines, etc.)?
4. Did your course work help you with your accomplishments or to overcome any barriers
encountered? What would have made your coursework more helpful?
5. Did you learn anything about the corporate culture at your site?
6. Did you learn anything about providing healthcare or working in the healthcare
environment?
7. Did you learn anything about the impact of technology on the workflow of providing
healthcare or the business of healthcare?
8. How many hours per week did you work on your capstone project this period?
20
Appendix 2
Sample Syllabus Acknowledgment
Appendix 3
Student: _____________________________
Project: _____________________________
Semester: ___________________________
1. What are your planned capstone activities by month this semester? This should be a brief,
concise statement.
2. What are your capstone learning goals and objectives this semester? Your planned
capstone activities should support your learning goals and objectives.
3. What value will you be providing to your client organization this semester? Your planned
capstone activities should support the value you will provide to your client organization.